UCL Discovery Stage
UCL home » Library Services » Electronic resources » UCL Discovery Stage

Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England

Rushton, Elizabeth; Walshe, Nicola; Kitson, Alison; Sharp, Sarah; (2024) Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England. Journal of Professional Capital and Community 10.1108/jpcc-06-2024-0093. (In press). Green open access

[thumbnail of JPCC-06-2024-0093.R1_Proof_hi.pdf]
Preview
Text
JPCC-06-2024-0093.R1_Proof_hi.pdf - Accepted Version

Download (231kB) | Preview

Abstract

PURPOSE: In England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches to CCSE exist which encompasses curriculum, campus, community and culture. Drawing on conceptualisations of the ecological approach to teacher agency we explored the ways in which the leadership of a whole-school approach to CCSE was implemented across four case study schools. DESIGN/METHODOLOGY/APPROACH: Four case study schools were identified as having implemented CCSE across the areas of classroom, culture, campus and community, with opportunities to share good practice. During visits to each school, we completed a series of 15 interviews with teachers who had roles leading geography (n = 4) and science (n = 4) curricular; school leaders (n = 4) and sustainability coordinators (n = 3). We engaged with a range of school curricula and policy materials and toured each site. FINDINGS: At the heart of an effective approach to whole-school CCSE are leaders who create the conditions for teachers to achieve agency and enact curriculum making as a social practice. School leaders themselves are critical in ensuring the culture, professional norms and expectations are established and nurtured. Over time, teachers are able to identify and create spaces of agency in relation to CCSE which reach beyond their immediate communities. ORIGINALITY/VALUE: This research brings together teacher agency, curriculum making and leadership practices to better understand why some schools achieve agentic cultures as part of whole-school CCSE.

Type: Article
Title: Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England
Open access status: An open access version is available from UCL Discovery
DOI: 10.1108/jpcc-06-2024-0093
Publisher version: https://doi.org/10.1108/JPCC-06-2024-0093
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Climate change and sustainability education, Whole-school approaches, Teacher agency, Leadership practices
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery-pp.ucl.ac.uk/id/eprint/10197194
Downloads since deposit
1,088Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item